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The article focuses on the institutional pressures associated with college and university accounting education in Canada. Accounting programs are being pressured to change in substance and delivery method. This research focuses on these pressures for change and studies the patterns of resistance and accommodation used by Canadian universities to deal with the institutional environment. Also discussed is the theoretical background of the study and the conceptual categories through which the data is examined.

The article focuses on the importance of the role of study and teaching of accounting in universities. It is important because university accounting professors have a great deal of educational responsibility. The authors investigate four important aspects of accounting education. Discussed is the role of universities in accounting education, with an emphasis on professional

Presents a survey of practicing professionals in Big 6 firms in Vancouver, British Columbia to evaluate the job performance of auditors. Level of superior-subordinate congruence in the importance of aspects of job performance as an individual progresses through the ranks; Description of how performance criteria dimensions change as auditors progress through positions.

The critical incident methodology was used in this study to analyze dimensions of accounting instructional behavior assessed to be important by students and faculty in facilitating student learning and understanding for undergraduates. Interviews with accounting students and faculty in two universities in Canada and the United States resulted in 902 usable critical incidents. The incidents were categorized into six dimensions of instructor behavior, two of which were of major importance. An analysis of covariance (using logarithmic transformations) found significant differences by gender for two dimensions for students, with women students' learning affected more by “Skills” and “Rapport” dimensions. There were almost no significant differences by sex, country, years of teaching experience, or degrees for faculty. Findings suggest that teaching behaviors, particularly negative behaviors, could be affected favorably by instruction in pedagogical methodology. The dimensions appear generalizable across students and faculty. [ABSTRACT FROM AUTHOR]